| 000 | 05826nam a2200349 i 4500 | ||
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| 008 | 070316s2007 ne b 001 0 eng d | ||
| 020 |
_a9781402056673 _qhd.bd. |
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_a1402056672 _qhd.bd. |
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| 035 | _a.b63042113 | ||
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_aOHX _cOHX _dBAKER _dCOD |
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| 049 | _aBAUN_MERKEZ | ||
| 050 | 0 | 4 |
_aLB1707 _b.C54 2007 |
| 245 | 0 | 0 |
_aCollective improvisation in a teacher education community / _cedited by Linda Farr Darling, Gaalen Erickson, and Anthony Clarke |
| 264 | 1 |
_aDordrecht : _bSpringer, _c2007. |
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| 300 |
_axvii, 253 pages ; _c25 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 1 |
_aSelf study of teaching and teacher education practices ; _vv. 4 |
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| 504 | _aIncludes bibliographical references and index | ||
| 505 | 0 | 0 |
_tTable Of Contents: _tAcknowledgements _tSeries Editor's Foreword _tCHAPTER ONE: Stepping Lightly, Thinking Boldly, Learning Constantly: Community and Inquiry in Teacher Education _tLinda Farr Darling, Gaalen Erickson and Anthony Clarke _t1. Introduction to CITE: A community of inquiry in teacher education _t2. Considering a community of inquiry in 1997 _t3. Considering the story of CITE in 2006 _tSECTION I VISIONS _tCHAPTER TWO: Looking Back on the Construction of a Community of Inquiry _tLinda Farr Darling _t1. Early days _t2. From principles to practices _t3. CITE takes shape _t4. Our report card _t5. Perennial tensions _t6. Conclusion _tCHAPTER THREE: Learning in Synchrony _tPamela Essex _t1. My introduction to CITE: A community of inquiry for teacher education _t2. CITE year 2: Campus, cohorts and the classroom _t3. CITE year 3: Navigating as a faculty advisor _t4. CITE years 4 and 5: Connecting theory and practice _t5. A hiatus and a new view _tCHAPTER FOUR: Seeing the Complexity of the Practicum _tSteve Collins _t1. Introduction _t2. Elements of complexity thinking _t3. Ongoing complexity _tCHAPTER FIVE: Enjoying Their Own Margins: Narratives of Innovation and Inquiry in Teacher Education _tAnne M. Phelan _t1. Introduction _t2. Practices of reform _t3. A narrative of innovation _t4. A narrative of inquiry _t5. Closing by way of return _tSECTION II IMPROVISATIONS _tCHAPTER SIX: In Open Spaces _tSylvia Kind _t1. Introduction _t2. With open minds _t3. With open hearts _t4. With open eyes _t5. With open ears _t6. With open hands _t7. Leaving traces _tCHAPTER SEVEN: Practicing What We Preach: Helping Student Teachers Turn Theory into Practice _tRolf Ahrens _t1. The problem of useful work _t2. Changes in order to increase student teacher involvement _t3. The major focus _t4. Summary comments _tCHAPTER EIGHT: Social Studies Education in School _tDot Clouston, Lee Hunter and Steve Collins _t1. Introduction _t2. The essence of a primary classroom: Establishing community _t3. Establishing a community on campus _t4. Social studies methods at the university _t5. Conclusion _tCHAPTER NINE: Learning by Design: A Multimedia Mathematics Project in a Teacher Education Program _tJane Mitchell, Heather Kelleher and Carole Saundry _t1. Introduction _t2. Multimedia design and technology integration _t3. The case study _t4. Transfer to other contexts _t5. Conclusion _tCHAPTER TEN: Teacher Educators Using Technology: Functional, Participative, and Generative Competencies _tAnthony Clarke and Jane Mitchell _t1. Introduction _t2. CITE: A context for exploring teacher educators using technology _t3. Understanding change: Innovation and resistance _t4. Teacher educators using technology: Two narratives _t5. Rethinking the use of technology in CITE _t6. Concluding word _tCHAPTER ELEVEN: Virtually Aesthetic: The CITE Cohort's Experience of Online Learning _tAnita Sinner and Linda Farr Darling _t1. Introduction _t2. Methods _t3. Analysis of the CITE cohort experience of virtual learning _t4. Insights for educational practice _tCHAPTER TWELVE: Learning to Teach Technology: The Journey of Two Beginning Teachers _tJennifer Sutcliffe and Sanyee Chen _t1. Introduction _t2. Planning the DLT program _t3. A teaching model _t4. Implementing the DLT program _t5. Other DLT activities for the term _t6. Reflections on our experiences teaching the DLT component in CITE _tCHAPTER THIRTEEN: Mid-Course Feedback on Faculty Teaching: A Pilot Project _tStephanie Springgay and Anthony Clarke _t1. Introduction _t2. Mid-course feedback versus end-of-course feedback on practice _t3. The study _t4. Conclusion _tCHAPTER FOURTEEN: Portfolio as Practice: The Narratives of Emerging Teachers _tLinda Farr Darling _t1. Introduction _t2. Part one: Portfolio construction as a practice _t3. Part two: The practice of twelve preservice teachers talking about their portfolios _t4. Part three: Refining portfolios in teacher education _t5. A few concluding remarks _tSECTION III REVISIONS _tCHAPTER FIFTEEN: Complexity Science and the CITE Cohort _tAnthony Clarke, Gaalen Erickson, Steve Collins and Anne Phelan _t1. Introduction _t2. Cohorts in teacher education _t3. Complexity science _t4. A reading of CITE as a complex system _t5. Concluding commentary _tCHAPTER SIXTEEN: "The Filter of Laws": Teacher Education and the British Columbia College of Teachers' Teaching Standards _tAnne Phelan, Gaalen Erickson, Linda Farr Darling, Steve Collins and Sylvia Kind _t1. Teaching standards in Canada _t2. Teaching standards in British Columbia _t3. Community and inquiry in teacher education _t4. Self-study in teacher education _t5. Emerging themes _t6. Teaching standards as hypotheses _t7. Conclusion _tContributors _tIndex |
| 610 | 2 | 0 | _aCITE (Program) |
| 650 | 0 |
_aTeachers _xTraining of |
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| 650 | 0 | _aEducational innovations | |
| 700 | 1 | _aFarr Darling, Linda | |
| 700 | 1 |
_aErickson, Gaalen L. _q(Gaalen Lee), _d1942- |
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| 700 | 1 |
_aClarke, Anthony, _d1955- |
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| 830 | 0 |
_9108456 _aSelf study of teaching and teacher education practices ; _vv. 4 |
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